Sentences with phrase «at or above proficient»

The goal is for all students to score at or above the proficient level.

The goal is for all students to score at or above proficient on the test.

The goal is for all students to score at or above proficient on the tests.

The state remained 2nd in the nation for its students» high performance on academic measures, surpassing national averages for more children attending preschool, more 4th and 8th grade students scoring at or above proficient in reading and math and more high school students graduating on time.

Nationwide, only 40 percent of public school fourth - grade students achieved at or above the proficient level in mathematics, with eight percent achieving advanced scores.

For example, only 34 percent of 8th graders (2015) scored at or above proficient levels on the, the largest nationally representative and continuing assessment.

Note the drop in Florida's percentage of students scoring at or above proficient in achievement rankings between fourth and eighth grade.

Thirty - six percent of Virginia eighth - grade students achieved at or above the proficient level in reading on the 2013 NAEP, the same percentage as in 2011.

Nationwide, 31 percent of public school students achieved at or above the proficient level on the 2011 science test.

Nationwide, 35 percent of fourth - grade public school students demonstrated reading skills at or above the proficient level, with eight percent achieving advanced scores.

Fifty - two percent of white Virginia fourth graders performed at or above the proficient level, compared with 19 percent of blacks, and 32 percent of Hispanics.

Thirty - nine percent of the nation's grade - 4 public school students demonstrated achievement at or above the proficient level in mathematics, with seven percent achieving advanced scores.

Thirty - six percent of Virginia eighth - grade students achieved at or above the proficient level in reading, with three percent achieving advanced scores.

In mathematics, 47 percent of Virginia fourth graders achieved at or above the proficient level, with 10 percent earning advanced scores.

23 percent of black fourth graders, and 32 percent of Hispanic fourth graders achieved at or above the proficient level, compared with 63 percent of white fourth - grade students.

For example, the 2015 National Assessment of Educational Progress (NAEP), the largest and longest - running assessment of students, showed that the percentage of HISD fourth graders that scored at or above proficient in Reading was 66 percent for whites but only 18 percent for blacks and Hispanics.

While the 2016 election brought a renewed interest in engagement among youth, 4 only 23 percent of eighth - graders performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) civics exam, and achievement levels have virtually stagnated since 1998.5 In addition, the increased focus on math and reading in K - 12 education — while critical to prepare all students for success — has pushed out civics and other important subjects.

But only 39 percent of New Jersey students test at or above proficient on eigth grade reading.

The new, interactive test — designed to measure student ability to communicate clearly and accurately in real - world, on - demand situations — shows that the nation's students as a whole must improve their writing skills; only about a quarter of students at both grades scored at or above the proficient level.

Adamowski's and his supporters claim that during his years in Hartford, the percent of students testing at or above the proficient level went up 12.3 (Column 4: 60.1 — 47.8 percent) and that there was a 9.1 percent increase in number who scored at or above goal (Column 5: 31.8 - 22.7 percent).

On the CAPT, 80 % to 89 % of Connecticut grade 10 students are at or above proficient in 2010.

Thirty - six percent of fourth - grade and 34 percent of eighth - grade students perform at or above the Proficient level in NAEP reading.

To remove this barrier, a new paradigm is evolving in math education — one that calls for teachers at all grade levels to help District Administration The average score for eighth - graders on the latest National assessment of educational Progress (NaeP) was the highest ever, but only 39 percent scored at or above the proficient level (Lee, grigg, & Dion, 2007).

In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level.

In the U.S., these gaps are particularly wide in Algebra I and English I. Nationally, 33 percent of eighth - grade students performed at or above the Proficient level on 2015 National Assessment of Educational Progress (NAEP) mathematics assessments; 34 percent performed at or above the same level on 2015 NAEP reading assessments.

With a significant jump in scores still needed to ensure that all students perform at or above the proficient level on the NAEP assessment, it remains to be seen what effect, if any, the 2011 NAEP science results have on the development of the NGSS.

Twenty - eight percent of Hispanic fourth graders in the commonwealth achieved at or above the proficient level, compared with 21 percent nationwide.

In 1998, when only 20 percent of the California's fourth - graders tested at or above proficient in reading on the National Assessment of Educational Progress, lawmakers in California passed ambitious legislation meant to strengthen teacher preparation programs.

According to National Assessment of Educational Progress (NAEP) scores, roughly one - third of U.S. students read at or above the proficient level, one - third read at the basic level, and one - third read at the below basic level (Rampey, Dion, & Donahue, 2009).

And 51 percent of white fourth graders were at or above proficient in math, compared with 19 percent of black fourth graders.

Twenty - three percent of Hispanic eighth graders in the commonwealth achieved at or above the proficient level, statistically higher than the 17 percent nationwide and the same as Hispanics in the South.

Sixteen percent of black fourth graders achieved at or above the proficient level, compared with 15 percent nationwide and in the South.

Nationally, only 33 percent of eighth grade students were deemed at or above proficient in science, NAEP noted.

In Massachusetts, for instance, where educators have sharply raised math scores in recent years by carefully reworking standards and instruction, 57 percent of fourth graders scored at or above proficient on the latest test.

Among 12th grade students — remember that a significant group of students has already dropped out by this point — 26 percent score at or above proficient levels in math, and 38 percent are proficient or better in reading (National Assessment of Educational Progress, 2013)

On the most recent test, 39 percent of fourth graders and 34 percent of eighth graders scored at or above the proficient level.

In the 2010 - 2011 school year, just 14 percent of MPS students scored at or above proficient on the state reading assessment, the Wisconsin Knowledge and Concept Examinations, compared to 35.8 percent statewide.

According to the Nation's Report Card, high school math scores have remained stagnant since the 1970s, with only about 25 percent of 12th - graders scoring at or above proficient.

Yet — and despite what many educators already know — more and more states are adopting laws that require students to repeat the third grade if they don't score at or above the proficient level.

In mathematics, just 19.7 percent of MPS students scored at or above proficient compared to 49.1 percent statewide.

According to the NAEP (2013) among 12th grade students only 26 percent of all students score at or above proficient levels in math, and 38 percent are proficient or better in reading.

Thirty - two percent of Virginia students in grade eight met or surpassed the proficiency standard, which was not a statistically significant change from 2007, when 34 percent achieved at or above the proficient level.

Only 38 % of 12th - grade students score at or above the proficient level in reading achievement.

Eighteen percent of African - American fourth graders in Virginia performed at or above the proficient level, which was little changed from 2007 when 19 percent met or surpassed the NAEP standard.

The state must raise its bar in equal increments, with the first increase within two years and at least every third year after that, so that in 12 years, all students score at or above the proficient level.

Prior analyses of assessment data uniformly indicate that ELL students are much less likely than other students to score at or above proficient levels in both mathematics and reading / language arts.

In the five states with large ELL student populations, the proportion of ELL students scoring at or above the proficient level on the state mathematics test is often below the proportion of black students scoring at or above the proficient level.

According to data from the 2002 National Assessment of Educational Progress (NAEP), only 28 % of fourth graders, 31 % of eighth graders, and 24 % of twelfth graders performed at or above a proficient (i.e., competent) level of writing achievement for their respective grade level (Persky, Daane, & Jin, 2003).

For example, among eighth - grade ELL students in Florida, about 30 % score at or above the proficient level in math if they attend a middle school that has a minimum threshold number of white students.

For example, in Texas 22 % of ELL eighth - graders scored at or above the proficient level on the math assessment, compared with 44 % of black eighth - graders.